Type A
|
Code |
Competences Specific | | A1 |
Integrate the fundamental technology, applications, services and systems of Computer Security and Artificial Intelligence,in a broader, multidisciplinary context.
|
| A5 |
Analyse the information needs considered in an environment and execute all stages of the construction process of a secure information system.
|
| A9 |
Apply computational, mathematical, statistical and artificial intelligence methods in order to model, design and develop applications, services, smart systems and knowledge-based systems.
|
| G1 |
Project, calculate and design products, processes and installations in the areas of Computer Security and Artificial Intelligence
|
| G2 |
Perform mathematical modelling, calculation and simulation in company technology and engineering centres, particularly in tasks of research, development and innovation in the areas of Computer Security and Artificial Intelligence
|
Type B
|
Code |
Competences Transversal | | CT2 |
Forming opinions on the basis of the efficient management and use of information |
| CT3 |
Solve complex problems critically, creatively and innovatively in multidisciplinary contexts. |
| CT4 |
Work in multidisciplinary teams and in complex contexts. |
| CT7 |
Apply ethical principles and social responsibility as a citizen and a professional. |
Type C
|
Code |
Competences Nuclear |
Type A
|
Code |
Learning outcomes |
| A1 |
Analyse the problems and their causes from a global focus in the medium and long term.
Integrate devices and/or computational methods in various contexts.
| | A5 |
Identify the components of a decision-making problem and know how to decide the most suitable decision-making model.
| | A9 |
Differentiate the various types of smart agents and know how to use each of them.
| | G1 |
Integrate theoretical knowledge into the realities to which it may apply.
| | G2 |
Apply the techniques learned in a specific context.
|
Type B
|
Code |
Learning outcomes |
| CT2 |
Master the tools for managing their own identity and activities in a digital environment.
Search for and find information autonomously using criteria of importance, reliability and relevance, which is useful for creating knowledge
Organise information with appropriate tools (online and face-to-face) so that it can be updated, retrieved and processed for re-use in future projects.
Produce information with tools and formats appropriate to the communicative situation and with complete honesty.
Use IT to share and exchange the results of academic and scientific projects in interdisciplinary contexts that seek knowledge transfer.
| | CT3 |
Recognise the situation as a problem in a multidisciplinary, research or professional environment, and take an active part in finding a solution.
Follow a systematic method with an overall approach to divide a complex problem into parts and identify the causes by applying scientific and professional knowledge.
Design a new solution by using all the resources necessary and available to cope with the problem.
Draw up a realistic model that specifies all the aspects of the solution proposed.
Assess the model proposed by contrasting it with the real context of application, find shortcomings and suggest improvements.
| | CT4 |
Understand the team’s objective and identify their role in complex contexts.
Communicate and work with other teams to achieve joint objectives.
Commit and encourage the necessary changes and improvements so that the team can achieve its objectives.
Trust in their own abilities, respect differences and use them to the team’s advantage.
| | CT7 |
Be aware of gender and other inequalities in their activity as a URV student.
Analyse the major environmental problems from the perspective of their field of expertise in their student and/or professional activity.
Be able to give arguments based on social values and make proposals for the improvement of the community.
Be personally and professionally committed to applying the ethical and deontological concepts of their field of expertise.
|
Type C
|
Code |
Learning outcomes |
Topic |
Sub-topic |
Intelligent agents (6 hs) |
Intelligent agents. Definition. Architectures. Properties. Typology. |
Multi-agent systems (24 hs) |
Introduction to distributed intelligent systems. Communication. Standards. Coordination. Negotiation. Distributed planning. Voting. Auctions. Coalition formation. Application of MAS to real problems. |
Methodologies :: Tests |
|
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
Introductory activities |
|
1 |
1.5 |
2.5 |
IT-based practicals in computer rooms |
|
10 |
15 |
25 |
Lecture |
|
25 |
37.5 |
62.5 |
Presentations / oral communications |
|
1 |
1.5 |
2.5 |
Debates |
|
4 |
6 |
10 |
Personal attention |
|
1 |
0 |
1 |
|
Short-answer objective tests |
|
3 |
6 |
9 |
|
(*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies
|
Description |
Introductory activities |
Presentation of the topic, describing the contents, biblography, work mehodology, evaluation mechanism. |
IT-based practicals in computer rooms |
Development of practical exercises using ICT, guided by the teacher. |
Lecture |
Theoretical exposition by the lecturer of the contents of the course. |
Presentations / oral communications |
Presentation of the practical exercise at the end of the term. |
Debates |
Discussions during the term on the practical exercise to be developed. |
Personal attention |
Personalised support to clarify the doubts on the theoretical concepts and to solve practical exercises with agent technology. |
Description |
Personalised support to clarify the doubts on the theoretical concepts and to solve practical exercises with agent technology. |
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
IT-based practicals in computer rooms |
|
Development of team practical exercises using ICT. |
30% |
Presentations / oral communications |
|
Presentation of the results of the practical exercise. |
10% |
Debates |
|
Discussions on the design and implementation of the practical exercise. |
20% |
Short-answer objective tests |
|
Proves de preguntes curtes sobre el contingut de l'assignatura.
|
40% |
Others |
|
|
|
|
Other comments and second exam session |
The second call will have the same evaluation than the first one. It is not allowed to use mobiles or electronic devices in the evaluation acts. |
Basic |
A. Mas , Agentes software y sistemas multi-agente , Pearson-Prentice Hall , 2005
M.Wooldridge , An introduction to multiagent systems (2nd ed) , Wiley , 2009
|
|
Complementary |
, Info. plana web JADE , ,
, Journal of Autonomous Agents and Multi-Agent Systems , ,
Isern, Sánchez , Guia de programació de sistemes multiagent en JADE 3.3 , DEIM-RT-05-001 , 2005
G.Weiss , Multiagent Systems. A Modern Approach to Distributed Artificial Intelligence , MIT Press , 1999
M.Fasli , Agent technology for e-commerce , Wiley, 2007
|
|
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation. |
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